NCTR addresses the growing need to develop, innovate, and sustain high -
quality teacher residency programs nationwide.
Not exact matches
We've a century or more of cautionary history suggesting that well - intentioned policies designed to strengthen
teacher preparation by embracing the
residency presumption can all too easily stifle creative efforts to boost
quality, meet particular needs, or boost cost - effectiveness by using technology or staff in unconventional ways.
The problem is that this is hard to sustain if lots of programs are competing for the same pool of folks, and I'm completely unconvinced that the miraculous enthusiasm for clinical
residencies would spur the nation's 1,300 +
teacher preparation programs to suddenly become much more selective — or to have much more success attracting high -
quality candidates.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth,
Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid
Residencies for
Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering
Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High -
Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
On a biannual basis, partners convene on Capitol Hill to meet with law - makers to discuss program impact, success and barriers to implementation, and demonstrate how
residencies address
teacher quality and quantity challenges in districts across the nation.
NCTR partners with school districts, charter management organizations, institutions of higher education, not - for - profits, and states to develop and support
teacher residency programs as
quality pipelines of effective and diverse new
teachers.
Tamara Azar joined NCTR in 2010 as Policy Director and is responsible for developing NCTR's policy agenda, advocating for policies that support and facilitate the development of high
quality urban
teacher residency programs, and supporting NCTR network partner programs to achieve scale and sustainability within the changing landscape of state and federal education
teacher policy.
While it may not be widely known, many of the positive changes seen in education reform over the past few decades — from replication of high -
quality charter schools to expansion of
teacher residency programs — have been made possible, at least in part, through partnerships with AmeriCorps and other national service programs.
Currently, Title II of ESSA supports
teacher residency programs that prepare
teachers in shortage subject areas or to teach in high - needs schools; high -
quality induction programs; job - embedded professional development focused on continuous improvement of
teachers» skills; and career ladders for accomplished
teachers.
That $ 2.5 billion could have a profound and lasting impact if it were used instead to support a network of «
residency schools» that would strengthen the
quality of
teachers and principals in the same way that teaching hospitals ensure the
quality of physicians.
Once we've invested in
teacher residencies, we want to ensure that those fully certified
teachers have good
quality professional learning.
A: The National Center for
Teacher Residencies» (NCTR) vision to ensure that all students have access to a high - quality teacher is carried out through our mission to launch and support high - performing residency programs that prepare highly - effective te
Teacher Residencies» (NCTR) vision to ensure that all students have access to a high -
quality teacher is carried out through our mission to launch and support high - performing residency programs that prepare highly - effective te
teacher is carried out through our mission to launch and support high - performing
residency programs that prepare highly - effective
teachers.
The brief is based on a study of
residency programs that received funding from the U.S. Department of Education's
Teacher Quality Partnership program.
NCTR partners with school districts, charter management organizations, institutions of higher education, non-profit organizations, and states to develop and support
teacher residency programs as
quality pipelines of effective and diverse new
teachers.
Residencies use a multi-pronged approach to improve the
quality of
teacher preparation through:
The National Council on
Teacher Quality (NCTQ) has released its latest ratings for 567 traditional graduate programs, 129 alternative route programs, and 18
residencies preparing both elementary and secondary
teachers.
Therefore, the TEAM (
Teacher Educators and Mentors) Model Clinical
Residency Center at Louisiana Tech University has made the design of a
quality placement procedure a priority.
The new rule must maintain a high standard of
quality for
teachers and simplify the licensure system as much as practicable, including the following: (a) simplify the grade levels licensees can teach and adopt broadfield subject licenses; (b) enable school districts to increase the number of
teachers by offering internships and
residency opportunities; (c) simplify out - of - state licensure reciprocity; and (d) expand pathways for existing licensees to fill high needs or shortage areas.
Congress, states, and districts should offer incentives for high - performing students to enroll in
teacher prep; competitive compensation to attract highly qualified professionals from other STEM fields; and expanded clinical practice opportunities through STEM and CTE
teacher residencies, such as those proposed last fall in the Creating
Quality Technical Educators Act.
Meanwhile, the
Teacher Quality and Retention Program, run since 2009 by the Thurgood Marshall College Fund, and the recently formed Boston
Teacher Residency Male
Teachers of Color Network, aim to support existing black male teachers, who are more likely to leave the pro
Teachers of Color Network, aim to support existing black male
teachers, who are more likely to leave the pro
teachers, who are more likely to leave the profession.
Districts suggest that high - retention pathways into the profession, such as service scholarships and
teacher residencies, can address these immediate shortfalls without compromising on
teacher quality.
These grants will support efforts that a) recruit high -
quality candidates new to teaching for DC charter school
teacher residency or
teacher roles, and b) train and / or certify these
teachers.
At NCTR, we believe states and school districts can improve
teacher quality — and raise student achievement — by providing dedicated support for
teacher residencies, ensuring that new educators enter the classroom ready to meet students» needs from day one.
States, school districts, and
teacher preparation programs should work together to provide
teachers - in - training with high -
quality clinical preparation, including
residency experiences.
High -
quality teacher preparation programs, including
residencies that prepare
teachers in high - need fields to teach in high - need schools with strong training and mentoring support in exchange for a service commitment.
Residencies not only allow districts to attract and train high -
quality teacher candidates, but also provide career advancement opportunities for experienced
teachers within those districts to serve as mentors, supervisors, and instructors in the programs.
FOR IMMEDIATE RELEASE Media Contact: Karen Cheeks
[email protected] 240-233-4110 NCTAF and GSU to Host Roundtable Discussions on Educator Preparation With
Teacher Quality Partnership Grantees at AACTE's 67th Annual Meeting WASHINGTON, DC — February 26, 2015 —
Teacher Quality Partnership Grantees will be sharing innovative strategies from educator preparation programs as well as best practices in
residencies...
The Summit Learning
Teacher Residency recruits a new generation of diverse
teachers and supports them in building the skills, mindset, and practice to lead a high -
quality personalized learning classroom.
States and school districts should create high -
quality residency and induction programs to ensure that all new
teachers are set up for success.
This type of intentional mentoring in high -
quality residency programs can be very important both for developing
teachers» competence and for reducing attrition.
There are several models of high -
quality residency and induction programs that school districts can implement in cooperation with partner groups, such as
teacher preparation programs and other support agencies.
Third, high -
quality residencies offer
teacher candidates a curriculum that is tightly integrated with their clinical practice, which creates a more powerful learning experience.
Teacher Residencies: Building a High -
Quality, Sustainable Workforce is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License.
Newly emerging
teacher residency programs offer an innovative approach to recruiting and retaining high -
quality teachers.
WASHINGTON, DC — February 26, 2015 —
Teacher Quality Partnership Grantees will be sharing innovative strategies from educator preparation programs as well as best practices in
residencies during roundtable discussions hosted by the National Commission on Teaching and America's Future (NCTAF) and the Georgia State University College of Education on Saturday, Feb. 28, 2015.
The funding could be accessed by repurposing a small percentage of Title II funds, which can already be used for
residencies; by expanding the
Teacher Quality Partnership Grant Program and dedicating a specific percentage of these funds solely to such supported entry programs; or by allocating new dollars through the appropriations process.
States and school districts can improve
teacher quality — and student growth — by providing dedicated support for
teacher residencies, ensuring that new educators enter the classroom ready to meet students» needs from day one.
Likewise, high -
quality residency and induction programs must also demonstrate how they are different from the watered - down induction and new
teacher supports that districts typically provide.
Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low -
quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive
teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical
residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.
Teacher residency programs and their role in high quality teacher preparation and professional development, researching innovation, and partnering in to support high need communities are at risk under the current pr
Teacher residency programs and their role in high
quality teacher preparation and professional development, researching innovation, and partnering in to support high need communities are at risk under the current pr
teacher preparation and professional development, researching innovation, and partnering in to support high need communities are at risk under the current proposal.
Quality residencies offer new
teachers coaching, mentoring, and ongoing feedback at least through their first year as a lead
teacher.48 Lastly,
teacher residencies should develop new
teachers as a cohort.
The type of
residency program — whether run through a
teacher preparation program, an alternative certification provider, or a school district — matters less than the
quality of the program.
Founded in 2013 as a non-profit by Co-Founders Rob DeHaas and Elizabeth Kastiel, Dallas
Teacher Residency aims to create both high -
quality educators, in addition to creating support systems, which ensure educators have the opportunity to impact levels of student academic achievement through teaching.
Newly emerging
residency programs offer an innovative approach to recruiting and retaining high -
quality teachers.